Understanding Assessment And Assessment Criteria In Vocational Education And Training (VET)

18 Pages / 4,479 Words Published On: 26-09-2020

Unit code file naming convention

Each student must complete the Learner Declaration in this Learner Workbook. This section requires each student to acknowledge that the work submitted is their own and has not been copied. Failure to do so will result in the Learner Workbook being returned for completion thus delaying the assessment.

You must update the Learner Declaration section with the new submission date each time.

Make sure you have read the Learner Manual and downloaded all supporting resources from the online portal prior to commencing and completing any assessment tasks in this Learner Workbook.

You must ensure that you have attempted and completed all assessment tasks including written questions, case studies and projects in the Learner Workbook prior to submitting this workbook for marking.

If you are unsure of the requirements of a question, case study, activity or project – please contact your trainer for clarification. Reasonable adjustment options are available however this must be arranged with the trainer prior to assessment.

You must email your completed assessment to unless other arrangements are made with ilearn online management.

You must follow your Training Plan which contains important information about your suggested start and completion dates for each unit of competency. You must follow the unit completion order on your Training Plan.

Written responses: Written questions require in-depth responses and one line answers may not be sufficient to be deemed satisfactory. Suggested word counts are provided on some written questions which should be adhered to. Note that the size of the answer boxes in the Learner Workbook is not indicative of the required length of your answers. The text box will expand as you type your response should your response exceed the size of the text box. A general rule of thumb is to use as many words as you need in order to demonstrate your full understanding of the knowledge and/or skill component. This may differ greatly between learners in line with varying individual language and literacy skills.

You must not modify any written question, case scenario, activity, project or template unless otherwise noted in the instructions or as advised by your trainer.

When conducting online research, you must always provide the website link/s when sourcing information from online sources such as academic journals, industry websites and resource centers.

Referencing: Ensure your work is referenced to prevent plagiarism. For more information on plagiarism and referencing, refer to the Student Handbook.

File naming protocol: Prior to submission, your Learner Workbook must comply with the file name protocol below.

The file name must follow this format: UNIT CODE – Document – Full Name

Example 1: TAELLN411 – Learner Workbook – John Smith

Example 2: TAEASS401_TAEASS502 – Mapping Matrix 1 – Jane Doe Use the ‘save as’ function to save your workbook onto your computer desktop.

Do not insert additional documents into your Learner Workbook (such as appendix documents).

In keeping with a paperless system, the Learner Workbook is assessed with comments and this document will be returned to you as a PDF document. For each re-submission, you will need to update your existing Learner Workbook by deleting the incorrect response and inserting your new response.

All of the above items must be adhered to. Failure to do so will result in your work being returned to you, delaying the marking of your assessment.

Copies of any qualifications must be certified by an authorised witness. For the list of authorised witnesses, click here

The student must have access to candidates to complete the projects.
For project 2 and project 3, the student must access and use the simulated documents from to address the assessment requirements. Log in details are below.

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Understanding the assessment grading system

As part of a competency based qualification, each unit is not graded as a pass, fail or a percentage. Every assessment has been developed against the competency standards in each unit. Competency standards include:

Elements
Performance criteria
Performance evidence
Knowledge evidence
Foundation skills
Assessment conditions

A student will either receive a satisfactory or not yet satisfactory result for each assessment submission.

Satisfactory (S) result indicates that:

The student’s submitted work satisfies the learning requirements and all competency standards for the unit (in accordance with the National Register Once a student receives a satisfactory result for all assessment tasks a competent outcome will be awarded for the entire unit. The student must demonstrate their understanding of all competency standards before receiving a competent outcome.When a competent outcome is awarded for a unit, the student will also receive a Statement of Attainment for the respective unit of competency.

Not Yet Satisfactory (NYS) result indicates that:

The student’s submitted work does not demonstrate their understanding of all the competency standards in the unit. If a student receives a ‘not yet satisfactory’ outcome, he or she will receive written feedback from a trainer or assessor, clearly outlining where the gaps are. The student will then be required to rectify these gaps and re-submit their assessment for marking.

Assessment Resubmissions

Assessments must be attempted in full before being submitted for marking. Each student has up to three (3) attempts to demonstrate competency in each unit. If a student is deemed not yet satisfactory (NYS) on the third attempt, the student must pay a $40 re-assessment fee each time thereafter.

Required readings and websites

Each student must be aware of the following readings and websites used for this workbook:

Learner Manual:

Chapter 1: TAEDES401 Design and develop learning programs (pages 4 - 35)
Chapter 2: TAEDES402 Use training packages and accredited courses to meet client needs (pages 36 – 57)

IMPORTANT: The Learner Manual is the primary text used throughout this qualification and the chapters/additional pages of the Learner Manual must be read prior to attempting this workbook.

Supporting Resource/s:

ASQA Fact Sheet – Transition
Australian Qualifications Framework (AQF) 2013
BSBITU307 - Learning Resource
Standards for Training Packages
Users' Guide - Standards for RTOs 2015
Volume of learning – Explanation
Sample - Learning Program V1

IMPORTANT: Website links are accurate as of 01 August 2017.

Learner Declaration

An assessment submission will not be assessed until this learner declaration has been signed and submitted.

Learner Declaration

I declare that no part of this assessment is identical or has been copied from another learner’s work with the exception of where I have referenced external sources.
I declare that no part of this assessment has been written for me by another person.
I understand that by typing my full name in the student signature field this is equivalent to a hand-written signature.

Student full name:
Student signature:
Date submitted:

Assessment Cover Sheet

First submission feedback:

Reasonable adjustments made:	Yes No
Details of reasonable adjustments (if applicable):
Assessment outcome:	Satisfactory (S) Not Yet Satisfactory (NYS)
Assessor name and signature:		Date:

Second submission feedback:

Reasonable adjustments made:	Yes No
Details of reasonable adjustments (if applicable):
Assessment outcome:	Satisfactory (S) Not Yet Satisfactory (NYS)
Assessor name and signature:		Date:

Third submission feedback:

Reasonable adjustments made:	Yes No
Details of reasonable adjustments (if applicable):
Assessment outcome:	Satisfactory (S) Not Yet Satisfactory (NYS)
Assessor name and signature:		Date:

FINAL ASSESSMENT OUTCOME

Competent (C)

Not Yet Competent (NYC)

Assessor name and signature:

Date:

Assessment One – Written Questions

For each question, you must record your written response in the space provided.

Q1. According to the Standards for Registered Training Organisations (RTOs) 2015, explain what is required of RTOs for each clause below.

Satisfactory and Not Yet Satisfactory Results

Clause	Explanation
Clause 1.1:	RTO must provide training which are consistent with the requirements of training packages and VET accredited courses, in order to enable learners to meet the requirements for each unit of competency in the module they enrolled.
Clause 1.2:	RTO must determine the amount of training for each learner, based on the learner’s existing skills, knowledge and experience, ensuring the learner gain all gain relevant skills and knowledge through the most suitable delivery mode. RTO must ensure the amount of training required comply with the standards provided by AQF.
Clause 1.3:	RTO must provide enough trainers and assessors as well as educational and support services to deliver the training and assessment. RTO must provide enough learning resources to the learner regardless of location or mode of delivery to enable learners to meet the requirements for each unit of competency. RTO must provide enough equipment and facilities (physical or virtual) to support the learners undertaking the training and assessment.
Clause 1.4:	RTO must meet all requirements specified in the training package or VET accredited course.
Clause 1.13:	RTO must ensure the person delivering training and assessment to have appropriate level of vocational competencies, to have relevant and current industry skills, to have current knowledge and skills in vocational training.

Q2. Complete the table by describing the role and responsibility of each organisation. You must provide the website link for each organisation.

Organisation	Explain as per the instructions above
Council of Australian Governments (COAG):	Role
	Responsibility	To ensure all VET reforms are implemented.
	Website
Australian Industry and Skills Committee (AISC):	Role	To advice Federal and State Industry and Skills Ministers on the implementation of national vocational education and training policies,
	Responsibility	To approve nationally recognised training packages for implementation in the VET system.
	Website	www.aisc.net.au
Industry Reference Committee (IRC):	Role	To advice AISC about the skills needs of their industry sector.
	Responsibility	To develop and review training packages.
	Website	https://www.aisc.net.au/ircs
Skill Service Organisation (SSO):	Role	Independent from both the industry and the training sectors, SSOs provide agreed services to support several IRCs, and act as a key access point between industry stakeholders and training organisations.
	Responsibility	To provide professional services as requested by different IRCs, such as preparation of skills forecast documents, reviewing training packages etc.
	Website	https://www.aisc.net.au/content/skills-service-organisations
Australian Skills Quality Authority (ASQA):	Role	The role of ASQA in VET is to ensure training provider keeping the standards to the nationally approved quality.
	Responsibility	To ensure VET providers provide courses that have appropriate quality.
	Website	https://www.asqa.gov.au/about
Registered Training Organisation (RTO):	Role	The role of RTOs is to deliver quality-assured and nationally recognised vocational education and training services.
	Responsibility	To ensure training and assessment delivered is compliance with all the requirements stipulated in the relevant training package
	Website	https://www.asqa.gov.au/about/australias-vet-sector/about-rtos
Australian Qualifications Framework (AQF):	Role	The role of the AQF is to regulate qualifications in the Australian education and training system.
	Responsibility	The ensure AQF policy document facilitate pathways to formal qualifications.
	Website	https://www.aqf.edu.au/what-is-the-aqf

Q3a. What is the volume of learning as defined by the AQF? Your response must be approximately 50 words in length.

The volume of learning as described by the AQF defines how long a learner, who does not hold any competencies identified in the qualification, would normally take to develop all the required skills and knowledge at that qualification level. There are 10 “level criteria” and 14 “qualification type descriptor” that collectively determine the dimension of the complexity and the depth and breadth of a qualification.

Q3b. Complete the table below based on the following qualifications. Use the Australian Qualifications Framework 2013 document for assistance.

Qualification type	Complete as per the instructions above
Certificate III:	Relevant AQF level	Level 3
	Purpose	The Certificate III qualifies individuals who apply a broad range of knowledge and skills in varied contexts to undertake skilled work and as a pathway for further learning
	Knowledge	Graduates of a Certificate III will have factual, technical, procedural and theoretical knowledge in an area of work and learning
	Volume of learning	The volume of learning of a Certificate III is typically 1 - 2 years. Up to 4 years may be required to achieve the learning outcomes through a program of indentured training/employment
Certificate IV:	Relevant AQF level	Level 4
	Purpose	The Certificate IV qualifies individuals who apply a broad range of specialised knowledge and skills in varied contexts to undertake skilled work and as a pathway for further learning
	Knowledge	Graduates of a Certificate IV will have broad factual, technical and theoretical knowledge in a specialised field of work and learning
	Volume of learning	The volume of learning of a Certificate IV is typically 0.5 – 2 years. There may be variations between short duration specialist qualifications that build on knowledge and skills already acquired and longer duration qualifications that are designed as entry level requirements for work
Diploma:	Relevant AQF level	Level 5
	Purpose	The Diploma qualifies individuals who apply integrated technical and theoretical concepts in a broad range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning
	Knowledge	Graduates of a Diploma will have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
	Volume of learning	The volume of learning of a Diploma is typically 1 – 2 year

Q4a. What is a training package? Your response must be approximately 50 words in length.

A Training Package is documents developed by SSOs in conjunction with Industry Reference Committee to provide RTOs a nationally endorsed set of entry level standards and qualifications to deliver specific Training Program. It also specifies the units of competency and assessment guidelines. The purpose of the Training Packages document is to help the VET system achieve a better match between skills demand and supply, encourage flexible and relevant workforce development, provide for the national recognition of the vocational outcomes of learning, guide and support individuals in their choice of training and career.

Q4b. Identify two (2) places you can access training package information.

1	www.training.gov.au
2	Registered Training Organisations

Q4c. Use the Standards for Training Packages document to complete the table by:

listing the relevant standard/s and
describing the role and purpose of each endorsed component

Endorsed Component	Complete as per the instructions above
Units of competency:	Relevant Standard/s	Standard 4: Units of competency specify the standards of performance required in the workplace. Standard 5: The structure of units of competency complies with the unit of competency template
Units of competency:	Role & Purpose	Each unit of competency identifies a discrete workplace requirement and includes the foundation skills that underpin competency. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.
Assessment requirements:	Relevant Standard/s	Standard 6: Assessment requirements specify the evidence and required conditions for assessment. Standard 7: Every unit of competency has associated assessment requirements. The structure of assessment requirements complies with the assessment requirements template.
Assessment requirements:	Role & Purpose	The Assessment Requirements provide the performance evidence, knowledge evidence and assessment conditions associated with each unit of competency that ensure that the training and assessment of a unit of competency meet industry needs and nationally agreed standards as expressed in the Training Package and the AQF
Qualifications:	Relevant Standard/s	Standard 8: Qualifications comply with the Australian Qualifications Framework specification for that qualification type. Standard 9: The structure of the information for the Australian Qualifications Framework qualification complies with the qualification template.
Qualifications:	Role & Purpose	Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued.
Credit Arrangements:	Relevant Standard/s	Standard 10: Credit arrangements existing between Training Package qualifications and Higher Education qualifications are listed in a format that complies with the credit arrangements template.
Credit Arrangements:	Role & Purpose	Each Training Package provides details of any known Credit Arrangements existing between Training Package qualifications and Higher Education qualifications for those qualifications contained within the training package

Q4d. A training package must have a relevant companion volume which is not endorsed by the NSSC. List three (3) typical components within a companion volume which can assist RTOs in delivering the training package.

1	Implementation guide
2	Learning strategies guide
3	Assessment strategies guide

Q4e. Describe how training packages can assist in setting a benchmark for training and assessment. Your response must be approximately 100 words in length.

Training packages are developed and endorsed nationally by Australian Industry and Skills Committee (AISC), Industry Reference Committee (IRC), and Skill Service Organisation (SSO). Training packages provide a consistent and reliable set of components for training, assessment, awarding qualifications, and credit arrangement.

Training Packages are made up of nationally endorsed mandatory components as follow:

Units of Competency

Each unit of competency identifies a discrete workplace requirement and includes the foundation skills that underpin competency as well as work health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Requirements

The Assessment Requirements provide the performance evidence, knowledge evidence and assessment conditions associated with each unit of competency that ensure that the training and assessment of a unit of competency meets industry needs and nationally agreed standards as expressed in the Training Package and the AQTF.

Qualifications

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued

Credit Arrangements

Each Training Package provides details of any known Credit Arrangements existing between Training Package qualifications and Higher Education qualifications for those qualifications contained within the training package.

The rigorous development by several national organizations and strict adherence to the components’ standards within the training packages as described above are enabling factors to assist in setting the benchmark for training and assessment.

Q4f. Complete the table by listing all mandatory and optional fields for each section.

Mandatory fields

Optional fields

Unit of competency

Unit Code

Unit Title

Application

Elements

Performance Criteria

Foundation Skills

Unit Mapping Information

Links

Prerequisite Unit

Competency Field

Unit Sector

Range of Conditions

Assessment requirements

Title

Performance Evidence

Knowledge Evidence

Assessment Conditions

Links

Q5a. What are competency standards? Your response must be approximately 50 words in length.

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments.

In line with this concept of competency, Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focusing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency, each of which describes a key function or role in a particular job function or occupation. Each unit of competency in a Training Package is linked to one or more AQF qualifications.

Q5b. Complete the table below by identifying two (2) competency standards in each section.

	Competency standards
Units of competency	1	Elements
Units of competency	2	Applications
Assessment requirements	1	Performance evidence
Assessment requirements	2	Knowledge evidence

Q5c. Why are competency standards used in the development of a learning program? Your response must be approximately 100 words in length.

The first step of preparing a Learning Program is to select the relevant units of competency. Learning Program list a sequence of learning experience to achieve competency, where it document integrated learning process for the learner. They include the learning outcomes which are derived from the competency standards and outline the content, sequence and structure of learning, and the delivery and assessment methods to be employed.

Competency standards therefore must be used as the basis for determining the learning program content in a learning and assessment pathway which leads to a recognised vocational qualification or Statement/s of Attainment under the Australian Qualifications Framework (AQF).

Q6. Complete the table by explaining why the foundation skills, performance evidence and assessment conditions need to be covered in a learning program.

	Explanation
Foundation Skills:	Almost everything we do at work has something to do with learning, reading, writing, oral communication and numeracy. It might be having a conversation with a client or a colleague, completing an observation record, working to a schedule or reading workplace health and safety information. Thus learning program need to specify the level of LLN skills required to satisfy the unit of competency undertaken.
Performance evidence:	Performance evidence is the information that, when considered against a unit of competency, enables trainer to judge whether or not a learner is competent. Learners are assessed against demonstrable set of skills which are defined in the learning program.
Assessment Conditions:	Assessment conditions describe the conditions under which a student must demonstrate his/her ability in performing the assessed tasks. Theses may be any specific requirements for resources, trainers and assessors. As part of the assessment requirements, the conditions need to be stipulated in the learning program, to allow the learner to be assessed according to the principles of assessment (fairness, flexibility, validity, reliability).

Q7. Complete the table by listing three (3) acceptable ways of contextualising a training package and three (3) unacceptable examples.

	Acceptable contextualisation	Unacceptable contextualisation
1	may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes	remove the content of any of the elements and performance criteria
2	may make amendments and additions to the range statement, as long as such changes do not diminish the breadth of application of the competency and reduce its portability	distort or narrow the competency outcomes and limit its use
3	may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required, where these expand the breadth of the competency but do not limit its use	diminish the breadth of application of the competency and reduce its portability

Q8a. What is the main difference between a training package and an accredited course? Your response must be approximately 100 words in length.

Training Package is a group of courses that’s developed by a Service Skills Organization or SSO. SSO’s are an organisation that are employed by the government to create qualifications around particular industries and provide a framework that qualifies people on a national level. They are benchmarks for training and assessment in the workplace training and assessment sector; that they include endorsed components—competency standards, AQF qualifications and assessment guidelines; and that the delivery and rollout of Training Packages is supported by various materials such as learning and assessment resources and tools.

Nationally Accredited Training Courses are courses that have been made privately by an individual, group or business that has not been employed or funded by the government. If an individual, group or business wishes to have their course made nationally accredited they must present it to the Government to be approved. Once the course is approved, it then becomes nationally recognised and any student who completes it is then qualified to work in that industry. Like Training Packages, accredited courses also require supporting materials, as the curriculum provides the framework but does not provide you with the tools or full suite of resources you will need in delivery and assessment.

Q8b. Go to and search for an accredited course. You will need to provide:

The course code;
The course name;
The core and elective units of competency; and
Website link.

Please note: Due to copyright, the owners of accredited courses do not usually list their course details on You will be required to search for an accredited course on the course developer’s website which provides the above information.

	Explain as per the instructions above
Course Code:	10480NAT
Course Name:	Graduate Diploma of Business Management
Core units:	BSBINN801A Lead Innovative thinking and practice BSBITB701A Implement advance electronic technologies BSBFIM701A Manage financial resources MSS408005A Develop the learning processes of the operations organisations MSS408007A Develop problem solving capability of an organisation MSS017004A Lead sustainable strategy deployment MSS027010A Undertake complex environmental project work BSBRES801A Initiate and lead applied research
Elective units:	BSBMGT617A Develop and implement a business plan (General Management Specialisation) BSBPMG601A Direct the integration of project (Project Management Specialisation) MSS017001A Analyse and determine organisational risk areas in sustainability (Risk Management Specialisation) SITTPPD602 Develop environmentally sustainable tourism operations (Tourism Management Specialisation) SITXINV601 Establish stock purchasing and control systems (Hospitality Management Specialisation) TLIX6048A Manage the development and delivery of logistic support (Logistic Management Specialisation)
Website link:	https://training.gov.au/training/details/10480NAT

Q9. Complete the table below by identifying and describing the four (4) dimensions of competency. Your response must be approximately 100 words in length.

Q10. What is the difference between a learning strategy and learning program? Your response must be approximately 100 words in length. Q11. List two (2) instructional design options for each delivery mode. Q12a. List two (2) methods to determine whether learning materials or activities are currently available for use in a learning program. Q12b. The mode of delivery can influence the content within a TAS. Complete the table below by:

Identifying two (2) different delivery modes and industries (e.g. construction, business),
Identifying different learning resources or materials, and activities based on the delivery mode and industry.

Q12c. Describe the five (5) step process to develop new learning program materials and activities. Your response must be approximately 200 words in length.

Assessment Resubmissions

Q13. List four (4) reasons why a learner might complete a learning program. Q14. Organisational, legal, and ethical requirements must be considered when developing a learning program in a VET context. Complete the table by providing an example of how a RTO can comply with each requirement. Your response must be approximately 150 words in length. Q15a. List three (3) Work Health and Safety (WHS) considerations when designing a learning program. Q15b. When conducting workplace training, the trainer must have some understanding of WHS in the work environment. What type of WHS knowledge would assist the trainer? Your response must be approximately 100 words in length. Q16a.

List three (3) methods of tracking changes to training packages and accredited courses. Q16b. When there are changes to training packages and accredited courses, what is the RTO’s obligations regarding transition requirements and documenting these changes? Q17. RTOs are often faced with the challenge of meeting a diverse range of client needs. Describe a practical approach for analysing and using competency standards to meet a client need. Your response must be approximately 150 words in length.

Assessment Two – Practical AssessmentPlease note: Project 1, 2 and 3 are independent from each other.PROJECT 1Assessment InstructionsSample Accounting would like fifty (50) of their trainees to be enrolled into a qualification that comes from the BSB Training Package, in particular the BSB30415 Certificate III in Business Administration. While each trainee's job may vary slightly based on the site they are employed in, they are all given the same role description (see below). You will be required to develop a suitable course structure for this target group.

PART 1: Identify the course packaging rulesComplete the table by listing the full packaging rules for the BSB30415 Certificate III in Business Administration. Remember you can source this information from

PART 2: Select units of competencyBased on the packaging rules of the BSB30415 Certificate III in Business Administration qualification:

Select elective units of competency which comply with the packaging rules;
Identify whether the elective units are from Group A, Group B, or Imported; and
Justify why you selected each elective unit. Reflect on the job description, and general skills/knowledge gained from the specified unit of competency.

PART 3: Integrating units of competencyAfter analysing and selecting the elective units, Sample Accounting would like you to integrate the units listed in PART 2 to reduce the trainee’s work load. In the table below:

Select two (2) elective units of competency which could be suitable for integration; and
Explain why it would be appropriate to link the selected units. Provide examples to support your reasoning.

PART 4: Research contextualisation guidelines of the training package developerResearch the contextualisation advice provided by the training package developer of BSB30415 Certificate III in Business Administration. You must copy and paste the information into the text box below. PART 5: Contextualise units of competencyBased on the two (2) units in PART 3, describe how you can contextualise or customise three (3) different performance criteria items within each unit of competency to meet the needs of the trainees by:

Complying with the training package contextualisation guidelines; and
Complying with suggestions made by the stakeholder.

Please note: you are welcome to provide hypothetical ways to contextualise the performance criteria. PROJECT 2Design and develop one (1) learning program that is based on a full qualification. The learning program must:

Be based on a nationally recognised qualification sourced from
The usage recommendation for the qualification must be current (not superseded)

Mandatory conditions of Project 2:Condition 1Throughout this project, you will be required to access RTO protocols, policies and procedures from Condition 2Each learning program will be based on the candidate’s needs and characteristics. Condition 3Each learning program must address different client needs, contexts and timelines. Condition 3You must provide evidence of Part 1 – 5. PART 1: Interview with key stakeholders You must conduct an interview with your candidate. The purpose of this interview is to:

Clarify the purpose of the learning program (you will need to determine an appropriate qualification for the candidate)
Consider the candidate’s characteristics
Confirm the competency standards
Confirm the training specifications

Select one (1) option (indicate your selection with ‘x’): OPTION A: Third Party

You will need to address each item in Appendix 3 – Training and Assessment Strategy – Qualification. Some sections will require you to draw on the RTO’s policies and procedures.
The third party must make comments against each item in Section 1 of Appendix 1 - Third Party Report.
The session must be at least thirty (30) minutes in length.
The conditions in Table 1 apply.

OPTION B: Video requirement

You will need to address each item in Appendix 3 – Training and Assessment Strategy – Qualification. Some sections will require you to draw on the RTO’s policies and procedures.
Your session will be assessed against Section 1 of Appendix 7 - Internal Observation Checklist.
The session must be at least thirty (30) minutes in length.
The conditions in Table 2 apply.

Based on the interview, record the selected qualification below. You must identify which training package the qualification belongs to in the table below. You are required to complete and submit Appendix 3 – Training and Assessment Strategy (TAS) – Qualification based on the qualification above. All fields in the appendix template must be addressed. In accordance with Clause 1.1, each training and assessment strategy must include information about the amount of training. You will need to justify the amount of training for the selected qualification by listing three (3) formal learning activities, the time required for each activity and the reasons involved.Remember:

the amount of training does not include the number of hours required to complete the assessment. Complete the table below. Determine the hours required to complete the assessment tasks in each unit of competency (complete table below). Add more rows if required. Based on the calculations above, what is the proposed volume of learning for the qualification? Does the proposed volume of learning comply with the Australian Qualification Framework? Provide your reasoning below. PART 2: Identify language, literacy, and numeracy (LLN) requirements of the learning program Complete and submit Appendix 5 – Language, Literacy, and Numeracy Matrix based on the TAS you have developed in PART 1 by:

Reviewing the LLN requirements of each unit of competency; and
Determining the minimum LLN skill required for the entire learning program.

PART 3: Determine potential risks in the learning programComplete the table below by:

Identifying three (3) specific risks which might occur in your learning program;
Providing a risk rating for each risk; and
Suggesting how you will treat each risk.

PART 4: Design and develop a learning resourceSelect one (1) unit of competency from your Training and Assessment Strategy developed in PART 1. Please ensure the usage recommendation of the unit of competency is current (not superseded). You must develop and submit a learning resource based on the selected unit of competency. Content you could develop for this section may include:

PowerPoint presentation slides
Handouts/worksheets
Learning activities that you created

Your learning resource must reflect one of the options listed in your training and assessment strategy. Based on the learning resource you have developed; provide a rationale on the content relevance and quality. Your response must be approximately 100 words in length. You will need to consider any assessment requirements or conditions when developing a learning resource. Based on the selected unit, provide any relevant details below. PART 5: Review the learning program You must review the entire learning program with your candidate. During the review session, you must address all items in the Appendix 6 – Learning Program Review and submit this as part of your submission. Select one (1) option (indicate your selection with ‘x’): OPTION A: Third Party

You will be assessed against Section 2 in Appendix 1 - Third Party Report
The third party must make comments against each item in Section 2 of Appendix 1 - Third Party Report.
The session must be at least thirty (30) minutes in length.
The conditions in Table 1 apply.

OPTION B: Video requirement

Your session will be assessed against Section 2 in Appendix 7 – Internal Observation Checklist.
The session must be at least thirty (30) minutes in length.
The conditions in Table 2 apply.

PROJECT 3Design and develop one (1) learning program based on one of the following units:

BSBCMM101 Apply basic communication OR
BSBWOR201 Manage personal stress in the workplace

Mandatory conditions of Project 3:Condition 1Throughout this project, you will be required to access RTO protocols, policies and procedures from

Condition 2Each learning program will be based on the candidate’s needs and characteristics. Condition 3The learning program must address different client needs, contexts and timelines to that of Project 2. Condition 4You must provide evidence of Part 1 – 4. PART 1: Interview with key stakeholders You must conduct an interview with your candidate. The purpose of this interview is to:

Clarify the purpose of the learning program (you will need to determine an appropriate unit for the candidate)
Consider the candidate’s characteristics
Confirm the competency standards
Confirm the training specifications

Select one (1) option (indicate your selection with ‘x’): OPTION A: Third Party

You will need to record any relevant details in Appendix 4 – Training and Assessment Strategy – Individual Unit. Some sections will require you to draw on the RTO’s policies and procedures.
The third party must make comments against each item in Section 1 of Appendix 1 - Third Party Report.
The session must be at least thirty (30) minutes in length.
The conditions in Table 1 apply.

OPTION B: Video requirement

You will need to record any relevant details in Appendix 4 – Training and Assessment Strategy – Individual Unit. Some sections will require you to draw on the RTO’s policies and procedures.
Your session will be assessed against each item in Section 1 of Appendix 7 - Internal Observation Checklist.
The session must be at least thirty (30) minutes in length.
The conditions in Table 2 apply.

Based on the interview, record the selected unit below. You must identify which training package the unit of competency belongs to in the table below. You are required to complete and submit Appendix 4 – Training and Assessment Strategy (TAS) – Individual Unit based on the selected unit of competency. All fields in the appendix template must be addressed. PART 2: Determine potential risks in the learning programComplete the table below by:

Identifying three (3) specific risks which might occur in your learning program;
Providing a risk rating for each risk; and
Suggesting how you will treat each risk.

PART 3: Design and develop a learning resourceYou must develop and submit a learning resource based on the selected unit of competency. Content you could dev

Do not delete any sections from any template unless otherwise noted in the instructions or as indicated by your trainer.

You will be required to use the same appendix templates on multiple occasions within the corresponding Learner Workbook. We strongly suggest retaining a blank copy of the appendix templates documentation.

The appendix templates will correspond to the activities or projects within your Learner Workbook. You must only use the templates where ever noted in your Learner Workbook.

You can copy the appendix templates into separate word documents however please do not copy the appendix templates into your Learner Workbook.

File naming protocol: Prior to submission, your appendix templates must comply with the file name protocol below. The file name must follow this format: UNIT CODE – Document – Full Name

Example 1: TAEDES401_TAEDES402 – Project 2 Learning Program 1 – John Smith

Example 2: TAEDES401_TAEDES402 – Project 2 Learning Program 2 – Jane Doe

All of the above items must be adhered to. Failure to do so will result in your work being returned to you, delaying the marking of your assessment.

Appendix 1 – Third Party Report

The completion of this Third Party Report is an important part of collecting quality evidence in this unit of competency. The observer must be in a position to observe and make valid comments on the student’s performance. The observer must hold the TAE40110 Certificate IV in Training and Assessment.

Instructions

Prior to each session, the observer must:

Read the Third Party Report
Refer to Appendix 2 – Glossary
Clarify any points in the Third Party Report with an assessor at ilearn online

When completing the Third Party Report, please refer to Appendix 2 – Glossary that contains definitions of key terms and words used in this Third Party Report.

When completing the Third Party Report, the observer must:

Comment on all sections of Appendix 1 – Third Party Report
Not ‘tick and flick’ the items in the checklist without detailed comments
Provide detailed comments regarding the student’s performance, as this information will be used by an ilearn online assessor to make a professional judgement of the student’s competence
Provide written feedback to the student on their overall performance
Hand write all comments on the checklist (hand-writing must be legible)

On completion of each session delivery, the observer must:

Provide verbal feedback to the student
Return the completed Third Party Report to the student
Provide the student with a certified copy of their TAE40110 certificate and record of results

Third Party Report
Student full name:	Jessica Nuan
Third party full name:	David Peterson
Project number:	232345
OBSERVATION AREAS
		YES	NO	OBSERVER’S COMMENTS
Section 1: Conduct the interview
Total time duration:		3 hours
· The student clarified the purpose of the learning program		Yes		Good
· The student confirmed the training and assessment needs of the candidate		Yes		Excellent
· The student identified the characteristics of the target learner group			NO	Poor
· The student sourced the relevant training package to meet the candidate ‘s needs		Yes		Marvellous
· The student confirmed the competency standards			No	Absolutely wrong
· The student confirmed the training specifications		Yes		Perfect
· The student used appropriate language to provide and elicit information and communicate decisions		Yes		Looks good
· The student used open and closed questioning techniques to confirm the candidate’s understanding		Yes		Sounds interesting
· The student used listening techniques			No	Poor
· The student sequenced the learning tasks			No	Needs improvement
· The student responded to problems identified			No	Need to change
· The student confirmed the required outcomes for the learning program		Yes		Good
· The student confirmed the learning strategy		Yes		Very good
Section 2: Review the learning program
Total time duration:
· The student analysed the learning structure and delivery mode			No	Bad
· The student reviewed the evidence gathering techniques			No	All wrong
· The student discussed the support services		Yes		Good
· The student reviewed the risk control plan		Yes		Very good
· The student evaluated the learning resource		Yes		Best one
· The student identified gaps (if applicable)		Yes		Very goog
· The student suggested ideas for improvement			No	Need change
· The student used appropriate language to provide and elicit information			No	Need to change the whole
· The student used open and closed questioning techniques			No	Very poor performance
· The student used listening techniques		Yes		Good
· The student organised the learning program according to the RTO’s requirements		Yes		The best one
· The student conducted the session according to the RTO’s policies and procedures on quality assurance		Yes		Excellent

Third Party Declaration
Third party’s full name:		David Peterson
Contact number:		123456789			Email:			-
Company name:		XYZ Private Limited			Position:			Training assessor
Relationship to the student:				Trainor
I,	David Peterson					make the following declaration:
· I agree to be contacted by an ilearn online assessor regarding my comments in the Third Party Report. · I participated in the evidence gathering process and understood how to collect the required evidence. · I personally observed the above named student from start to finish for the delivery session. · I have provided a certified copy of my qualification (certificate and transcript) to the student. · I understand that ilearn online will contact the issuing RTO to verify the authenticity of my qualification. · All information and statements made in the Third Party Report are true and accurate.
Signature:			David Peterson				Date signed:		1^st April 2018

Appendix 2 – Glossary

Appendix 3 – Training and Assessment Strategy (TAS) – QualificationAdd more rows as required. Appendix 4 – Training and Assessment Strategy (TAS) – Individual UnitAdd more rows as required.ppendix 5 – Language, Literacy, and Numeracy Matrix Instructions:

Insert the codes of all the units in the “Unit Code” column.
Add or delete rows as required.
Research the units of competency on and locate the “Foundation Skills” section. If the units of competency you select do not have a complete Foundation Skills table, you must refer to the performance criteria.
Use the following information to determine the LLN performance rating for each skill:
Descriptions of the foundation skills and/or performance criteria
The AQF level of the qualification you have selected
Your professional experience and opinion

Identify the highest number in each column. This will form the minimum LLN requirements of your learning program.

Performance ratings are on a scale from 1 (low level skills required) to 5 (high level skills required). If a LLN core skill is not relevant, simply insert a ‘–‘ symbol. Whilst the LLN performance ratings and the AQF levels of qualifications do not match up directly, they can be used as a starting guide for what performance level is required in each unit.

Please note that this will not always be the case. For example, the numeracy requirements in UEE30811 Certificate III in Electrotechnology Electrician might equate to an LLN performance level of 5, but other core skills will be much lower. It ultimately depends on the units of competency you select within the specified qualification. Please note: identifying LLN core skills will be covered in greater detail in TAELLN411 Address adult language, literacy, and numeracy skills. The purpose of completing this appendix is to provide a general estimate of the minimum LLN skill requirements.

There are no right or wrong answers; however extreme cases of inconsistency may require a review. Add more rows as required. ppendix 6 – Learning Program Review appendix 7 – Internal Observation Checklist

Key word/s

Explanations

Administer

How you intend to implement a task to the intended audience.

Assessment instruments

Assessment instruments may be written questions, activities, templates and observation checklists.

Assessment methods

Method of assessments may be direct observation, portfolio, questioning and third party evidence.

Active listening

Active listing involves listening to the information, understanding the information, providing feedback and responding appropriately.

Audience

The participants in attendance at a session.

Body language

The gestures, postures, and facial expressions by which a person manifests various physical, mental, or emotional states and communicates nonverbally with others.

Clustered

Where two or more units of competency can be integrated because there are similarities in the training package requirements. There is no need to assess a student twice if you are able to create assessment tools that cover both units. The benefits of integration are, students do not need have to cover the same content twice and it can cut down on their study time.

Contextual needs of the environment

This will depend on the work environment and industry. For example if the unit focuses on operating machinery then the assessment must consist of health and safety procedures that are relevant to the safe use of the machines.

Contextualised

Contextualisation is the process of taking a training program and making it meaningful and relevant to the learner, their workplace or the industry.

Closed questions

Closed questions are often used to seek a one or two word reply such as yes or no. This method of questioning is useful when you are trying to obtain concise answers.

Facilitation skills

The act, process or experience of gaining knowledge through skill (hands on) based learning. To conduct training where the learner gains practical skills (not a lecture).

Handout

A document that contains topical information and is distributed to students to help focus on the session topic.

Language

Using industry specific language that is suitable for the level of the students and their learning.

Learning resources

Refers to any equipment, textbooks, activities or training aids that can be used to improve the learning process.

Materials

Using tools (e.g. cooking utensils, PPE items or apparatus) to perform a given task.

Monitor

The ability to analyse a situation, identify issues, resolve problematic situations and ensure activities are carried out properly.

Open questions

Open-ended questions allow the other person to provide a more detailed answer and encourage involvement in the conversation.

Outcome

This is the end result or desired result from training and/or assessment.

Records

Information or data on a particular subject collected during study and preserved for future reference for audit and proof of competency by the RTO.

Session plan

A document that explains the step-by-step timing of a lesson, the resources used in activities and the interactions of the class.

Skills

Proficiency, facility, or dexterity that is acquired or developed through training or experience in a ‘hands on’ environment.

Verbal delivery

The ability to speak clearly with correct pronunciation and adequate volume.

RTO name:

AGB Private limited

Course duration:

2-5 years

Code and title:

ab1122 Alcohol and other drugs

Purpose of program:

To seek qualified trainers in community services

Packaging rules:

· To align with the standards and quality of the Australian Quality Framework

Recent changes to the training package

Taking feedbacks from the trainees

Entry requirements or prerequisites:

· Language, literacy and numeracy assessment

· Pre-training review

· Enrolment application form

Pathways (if applicable):

Counsellors

Regulations, licensing and registration requirements:

Policies

Units of competency:

(add extra rows if necessary)

Code

Title

Core/Elective

BSB50111A

English

Core

BSB50112

maths

elective

BSB50113

Science

Core

BSB50114

psychology

Elective

BSB50115

sociology

Core

BSB50116

law

Elective

BSB50117

vocational education

Core

BSB50118

health and social care

Elective

BSB50119

history

Core

BSB50120

Advertising

Elective

Target learners:

Learners intending to mitigate the drugs addictions

Characteristics of target learners:

Extending support and guidance to others

Required facilities and equipment:

Visual advertisements, counselling forms

Support services available:

Support from the government

Reasonable adjustment options:

· Shifting to other location

· Compromising with the facilities for providing better training services

Learning resources:

· Study materials

· Notes

· Census reports published by the government

Delivery and assessment arrangements:

(add extra rows if necessary)

Segment

Unit code

Unit name

Time allocation

(e.g. Days, hours, weeks, months)

BSB2311

Teamwork

1 month

BSB2312

Problem solving

1.5 months

BSB2313

patience

2 months

BSB2314

people management

2.5 months

BSB2315

time management

3 months

BSB2316

organisation

2 months

BSB2317

numeracy

2.5 months

BSB2318

communication

1.5 months

BSB2319

administration

3.5 months

10.

BSB2320

customer service

4 months

Delivery mode:

Delivery venue details:

Auditorium, which has large accommodation services and fully equipped with materials like projector. Proper lighting services would also be needed so that the trainees can grasp the lectures being delivered.

Assessment methods:

· Post training test

· Practical examinations

Assessment tools:

· Charts, tables and graphs

· Evaluation

Evidence gathering techniques:

(add extra rows if necessary)

Key codes

Survey

Feedback

Meetings

Group discussions

Data analysis

Self reflection of the exposed performance

Unit code

Unit title

BSB2311

Teamwork

BSB2312

Problem solving

BSB2313

patience

BSB2314

people management

BSB2315

time management

BSB2316

organisation

BSB2317

numeracy

BSB2318

communication

BSB2319

administration

BSB2320

customer service

Delivery and assessment staff:

(add extra rows if necessary)

Unit code

Staff name

Train

Assess

BSB2311

Peter

BSB2312

Joseph

BSB2313

Jessica

BSB2314

Maria

BSB2315

Lara

BSB2316

Arianna

BSB2317

Riana

BSB2318

Ana

BSB2319

Daniel

BSB2320

David

Assessment Validation:

Approval letter regarding progressing with the plans and strategies

Transition requirements:

Planning

Quality assurance policy

Hiring experts for assessing the quality of the training standards before delivering it to the trainees

Document formatting procedures

Practical demonstration of the training courses

Document filing procedures

Drafts and copies of the training standards to the board panel

Document storage procedures

Creating secret files with password

Version control procedures

Meetings with the stakeholders and shareholders

Date approved:

25^th March 2018

RTO name:

AAMc Hall Pty ltd

Course duration:

1-4 yrs

Code and title:

BSB5011

Purpose of program:

To provide training on uplifting the standards of the rural areas

Entry requirements:

· BA Hons in rural business management

· School leaving certificates at Higher Level

Pathways (if applicable):

· Developing learning for farming practices

· Managing nurseries

Regulations, licensing and registration requirements:

· Australian Quality Framework

· Australian Skills Quality Authority

Target learners:

Leaners intending to do social work

LLN performance rating:

Learning

Reading

Writing

Oral Comm.

Numeracy

3.5

Characteristics of target learners:

· Passion towards social service

· Helping the rural people

Required facilities and equipment:

Videos of the rural areas and their present condition

Demography

Treatment by the government

Support services available:

Schemes developed by the local government

Reasonable adjustment options:

Campaigns

Learning resources:

Governmental updates on the websites

Delivery and assessment arrangements:

(add extra rows if necessary)

Segment

Element

Time allocation

(e.g. Days, hours, weeks, months)

Checklist

Charts and graphs

performance indicators

Post training tests

Experiments

Delivery mode:

Lectures

Delivery venue details:

Auditorium

Assessment methods:

Meeting with the Board of Directors

Assessment tools:

Evaluation of the scores of the post training tests

Evidence gathering techniques:

(add extra rows if necessary)

Key codes

Surveys

Interview

Internet research

Taking notes from the library books

Government websites

Journals

Unit code

Unit title

BSB50111

RURAL STUDIES

Delivery and assessment staff:

Unit code

Staff name

Train

Assess

Assessment Validation:

Hiring the external experts

Transition requirements:

Venue or accommodation issues

Date approved:

30^th March 2018

Provide a performance rating for each LLN core skill

Unit Code

Learning

Reading

Writing

Oral Comm.

Numeracy

BSB2311

1.5

2.5

BSB2312

1.5

2.5

3.5

BSB2313

2.5

3.5

BSB2314

2.5

3.5

4.5

BSB2315

3.5

4.5

BSB2316

3.5

4.5

BSB2317

4.5

1.5

BSB2318

4.5

1.5

BSB2319

1.5

2.5

BSB2320

1.5

2.5

Minimum LLN:

Project Number:

202024

Qualification or unit of competency being reviewed:

BSB2315

Name of Reviewer 1:

David

Name of Reviewer 2:

Josepf

Review date:

1^st April 2018

Item No.

Discussion item

Yes/No

You must justify your decision for each discussion item.

Structure and Delivery

Item 1.

Was the selection of units appropriate for the purpose of the program?

Yes

The units were selected as per the requirements of the framework

Item 2.

Is the proposed delivery mode and arrangements appropriate for the target learners?

The target delivery modes are not appropriate for the target learners as their capacity levels have not been considered

Item 3.

Are the selected units compliant with the course packaging rules?

The selected units are not according to the packaging rules, as they lack standards of the Australian Qualification Framework

Item 4.

Were there any changes to the relevant training package in the past 12 months? If so, how were the changes applied to the learning program?

Yes

Recently, feedbacks were taken from the trainees to develop the training courses as per their competency levels.

Item 5.

Is the course duration suitable for the select units, mode of delivery, and volume of learning?

Yes

The course duration is appropriate in terms of transmitting the basic information to the trainees.

Evidence Gathering Techniques

Item 6.

Is there a suitable range of evidence gathering techniques to determine whether the learner has both the skills and knowledge to perform the job to a satisfactory level? Why or why not?

Yes

The means of survey, interview and group discussion is perfect in terms of gathering evidence for the progress rates of the trainees.

Item 7.

Do you believe the assessment methods and tools will be sufficient and adequate, to determine whether a learner has the knowledge and skills, to work competently within your organisation?

Yes

Evaluation, through charts, tables and graphs would enhance the clarity of the administrative staffs regarding the progress of the trainees.

Support Services

Item 8.

Is the minimum LLN performance rating suitable for this learning program?

The LLN requirements might not be suitable as it has been prepared randomly.

Item 9.

If a learner does not meet the minimum LLN performance ratings, are there support services in place to meet their needs?

Yes

Planning reflects the evidence for the support, which the learners can get if they do not meet the LLN requirements

Item 10.

Were reasonable adjustment options identified?

Yes

Meetings indicate that the staffs have identified effective adjustment options.

Risk Control Plan

Item 11.

Does the risk control plan identify all possible issues or problems that may arise during the learning program?

Yes

Risk assessment exercise would help the personnel in coping up with the sudden risks, which may arise during the learning programs.

Learning Resource

Item 12.

Is the developed learning resource relevant to the specified unit of competency?

The learning resources developed specificity to the competency levels. This may deviate the learners from their focus.

Item 13.

Is the developed learning resource of a high quality?

The developed learning resources lack specificity, which reflects its poor quality.

Discuss and agree on areas of improvement to enhance the quality of the learning program

Hiring experts for assessing the standards and quality of the developed learning programs would help the staffs in providing quality training to the learners. Practical examinations would make them aware of the drawbacks in the learning programs. Spontaneity in rectifying these drawbacks would help in upgrade the standards and quality of learning program.

Record adjustments that were made to the learning program below

v Graphical representation of the responses of the samples

v Screening of the progress of the trainees

v Field experiments

Internal Observation Checklist

Student full name:

David Peterson

Project number:

191935

OBSERVATION AREAS

YES

OBSERVER’S COMMENTS

Section 1: Conduct the interview

Total time duration:

· The student clarified the purpose of the learning program

Yes

Its good to see that you have clearly projected the purpose of the learning program.

· The student confirmed the training and assessment needs of the candidate

You failed to identify the training and assessment needs of the candidate.

· The student identified the characteristics of the target learner group

Characteristics of the target learner group was not properly identified

· The student sourced the relevant training package to meet the candidate ‘s needs

There was incorrect citation for the training packages related to the candidates’ needs

· The student confirmed the competency standards

Yes

Competency levels were perfect

· The student confirmed the training specifications

Yes

Training specifications were appropriately confirmed

· The student used appropriate language to provide and elicit information and communicate decisions

Yes

Correct usage of language to present the ideas and decisions

· The student used open and closed questioning techniques to confirm the candidate’s understanding

There was lack of open and closed ended questions

· The student used listening techniques

Yes

You succeeded in listing out the techniques correctly

· The student sequenced the learning tasks

Yes

The sequence of the learning tasks looks perfect

· The student responded to problems identified

Yes

You have correctly identified the problems

· The student confirmed the required outcomes for the learning program

Yes

Learning outcomes are correctly confirmed

· The student confirmed the learning strategy

Yes

The strategy for the learning outcomes have been duly confirmed

Section 2: Review the learning program

Total time duration:

2 hours

· The student analysed the learning structure and delivery mode

Yes

Good

· The student reviewed the evidence gathering techniques

Incorrect

· The student discussed the support services

Yes

Could have been better

· The student reviewed the risk control plan

Very good

· The student evaluated the learning resource

Yes

Excellent

· The student identified gaps (if applicable)

Poor

· The student suggested ideas for improvement

Yes

Good

· The student used appropriate language to provide and elicit information

Absolutely wrong

· The student used open and closed questioning techniques

Yes

OK, but could have been better

· The student used listening techniques

You misunderstood the concept

· The student organised the learning program according to the RTO’s requirements

Yes

Excellent

· The student conducted the session according to the RTO’s policies and procedures on quality assurance

Could have been much better

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